Hendrickson, April

The purpose of this research project is to create an educational tool in the form of a children’s book. My aim is to spark discussions regarding equity, inclusion, and identity for children ages four to six-year-old. This research project proposal is divided into six chapters. Chapter One introduces the framework for the proposed case study. Chapter Two provides a literature review, exploring the relationships between bibliotherapy, animals and people. Chapter Three provides a description of the qualitative methodology and description of the method process. Chapter Four outlines the findings and evaluation of the case study. Chapter Five describes the proposed children’s book manuscript and future aspirations for Through the Eyes of a Dog. Chapter Six presents the lessons learned and recommendations based on the research journey.

Children often slip through the cracks in the systems when they display disruptive behaviours in classrooms but have no mental health diagnoses. Without medical explanations for behaviours, which may or may not be warranted, students face suspensions or removal from schools possibly leading to poorer life outcomes. There can be as many reasons for disruptive behaviours – undiagnosed mental illnesses, childhood adversity, life transitions, and more – as there can be justifications for not diagnosing children at a young age: labeling, stigma, apprehension from parents, and so on. Often supports for students require them to have diagnoses. This report details my practicum experience within the Social Work Program in the Indigenous Education Department of School District #57 in Prince George, British Columbia (BC). It is an exploration of the role of Indigenous Social Workers as they navigate the myriad of situations they face when working with students who frequently display disruptive behaviours.